An Assessment of Student Teachers’ Experiences of Work-integrated Learning at a South African Institution of Higher Learning

2012 ◽  
Vol 31 (3) ◽  
pp. 261-269
Author(s):  
Sheila N. Matoti ◽  
Karen E. Junqueira
Keyword(s):  
Student Teachers ◽  
South African ◽  
Higher Learning ◽  
Integrated Learning ◽  
Teachers Experiences ◽  
Work Integrated Learning ◽  
South African Institution ◽  
African Institution ◽  
Institution Of Higher Learning

scholarly journals Investigating literacy narratives among ethno-linguistically diverse South African students

2015 ◽  
Vol 2015 (234) ◽  
Author(s):  
Adelia Carstens
Keyword(s):  
Student Teachers ◽  
South African ◽  
Linguistically Diverse ◽  
Higher Learning ◽  
Literacy Narratives ◽  
African Students ◽  
Literacy Experiences ◽  
And Gender ◽  
South African Institution ◽  
African Institution

AbstractThis article reports on a study of pre-service teachers’ literacy narratives in a South African institution of higher learning. Literacy self-narratives of 57 students were collected and analysed for categories and themes under narrator and sponsor identities through the use of AtlasTi software. The results of the study show the role of historical, cultural and political contexts in shaping literacy identities of student teachers. The results also show huge disparities of literacy experiences among different racial and gender groupings, which highlight social and educational opportunities. Using New literacies and Multiliteracies frameworks, I consider how these literacy challenges may be transformed to facilitate a just and equitable society. Particular implications of the students’ constructions of literacy identities are considered at the end of the article.

scholarly journals Postgraduate Certificate in Education Student Teachers’ Perceptions about Communities of Practice at Schools: Work Integrated Learning Reflections

2021 ◽  
Vol 10 (5) ◽  
pp. 155
Author(s):  
Mothofela Richard Msimanga ◽  
Valencia Mabalane ◽  
Sam Ramaila ◽  
Virendra Ramdhany
Keyword(s):  
Communities Of Practice ◽  
Student Teachers ◽  
South African ◽  
Education Student ◽  
Integrated Learning ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Generic Qualitative ◽  
Cultural Historical Activity ◽  
Work Integrated Learning

Postgraduate Certificate in Education (PGCE) student teachers participate in work-integrated learning to develop their professional skills by critically reflecting on their school experience. This study examined how PGCE student teachers perceived Communities of Practice during their work-integrated learning. This study adopted a generic qualitative research design and involved a group of PGCE student teachers at a South African university. Data, which was thematically analysed, was generated by means of reflective group discussions and summaries. The study was underpinned by the Cultural Historical Activity Theory as the underlying theoretical framework. The study revealed that student teachers perceived Communities of Practice as a sustainable and collaborative means through which their professional practices can be enhanced. In addition, Communities of Practice are viewed as an effective catalyst to strengthen school management in its broadest sense. Contextually appropriate recommendations for strengthening initial pre-service teacher training within the broader South African context are provided. 

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